Kant and Prejudice, or, the Mechanical Use of Reason

Autor/in	Johnston, James Scott
Titel	Kant and Prejudice, or, the Mechanical Use of Reason
Quelle	In: Educational Philosophy and Theory, 51 (2019) 10, S.1051-1060 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2018.1519701
Schlagwörter	Bias; Educational Philosophy; Ethics; Personality; Theories; Logical Thinking + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Ethik; Personalität; Theory; Theorie
Abstract	This paper examines an issue of recent Kant scholarship on education: the supposed disconnect between his theory of morals and his theory of character. While the debate is often couched in terms of Kant's 'phenomenal-noumenal' distinction, or the distinction between moral theory and culture, I follow scholarship suggesting the best way to understand Kant's distinction is by following his account of the 'conduct of thought.' Doing so demonstrates the Lectures on Logic and particularly, his account of prejudice, as playing a large role in the articulation of what it is to think subjectively. We also see the importance of conducting our thinking from the subjective standpoint to an objective (moral) one in order to fulfill our obligations to both think and act morally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01